PromPtIng the dAbblIng chIld to PlAy • 27
a flower. Play should sprout and then bloom and bloom and
bloom! Taking into consideration that all children arrive
at development milestones at their own pace, chronically
stagnant or immature play is not developing play. Immature
play is play that is obviously below the child’s age level or
below that of same-age peers. The play is overly silly or too
aggressive. Regressive or delayed play-stage development is
not blooming play either. For example, a four-year-old child
who bangs blocks week after week while his peers engage
in experimental, imaginative, and progressive block play
(building exuberant block towers and incorporating knights
and dragons, for example) is waving a developmental red flag.
Because children develop differently, it is important to journal
about a child’s persistent developmentally inappropriate
behaviors to supply leverage if a formal evaluation is needed.
A child may dabble in play because she is unable or unaware •
how to gain entry into a playgroup or situation. Acquiring
play negotiation and entry skills requires experience and
confidence. The lack of these could be caused by poor social
or verbal skills. A child who is experiencing difficulty gaining
entry into play may linger on the outskirts of it, tossing out
wishful verbal suggestions, such as, “When I play blocks at
home, I always save the big ones for the bottom of my tower. I
can show you how I do it.” Dabblers who struggle in this area
require assistance in developing self-confidence and acquiring
appropriate prosocial skills as well as skills that encourage self-
direction.
A child may dabble in play because intrinsic motivation is •
not present. Intrinsic motivation, motivation from within, is a
major factor in a child’s play. As with adults, different things
motivate different children. Dinosaurs may spark hearty play
for one child but not for another. Another child may enjoy
castles of all shapes and sizes. Making sure activities are age
appropriate and individually appealing is extremely important
for encouraging intrinsic motivation. A child should lose
himself in play. This is difficult if the activity is too easy, too
hard, or not stimulating. Children who are persistently not
motivated from within to explore and discover in play may
require direct adult intervention in the form of specific play-
tutoring strategies. Play tutoring is when a teacher models
and directs a child’s play while providing reinforcement for
ComeAndPlay_FINAL.indd 27 7/30/10 1:21:34 PM